To enhance English proficiency and improve global competitiveness, the government of Taiwan has prioritized language acquisition through its Bilingual 2030 policy. Despite a decade of efforts to integrate content-based learning with English instruction, the results have been inconsistent. Huang (2021) noted that while the policy advocates for a balanced approach rather than full immersion in English, imbalances in resources may widen the urban-rural gap, resulting in unequal access to educational opportunities. Furthermore, Mu (2023) highlighted the "dual peaks" phenomenon of English proficiency in mixed-ability classrooms, which presents significant instructional challenges. As a result, this study aims to reassess stakeholder perspectives on Content and Language Integrated Learning (CLIL) in Taiwan by examining the views of students and parents from four public junior high schools in Taoyuan City. It also incorporates the perspectives of subject teachers to better understand the classroom dynamics that emerge from translanguaging instructional methods. The major findings of this study indicate that while students and parents generally support bilingual education, teachers demonstrate a more neutral view. It suggests that the implementation of CLIL reflects Taiwan’s distinctive cultural context. Ultimately, this study seeks to clarify the complex dimensions of CLIL application in secondary education and highlights that discussions concerning CLIL extend beyond pedagogy to encompass significant cultural considerations.

Authors:
Hsiang-I Chen, Ming Chuan University, Taiwan
Li-Jiuan Tsay, Ming Chuan University, Taiwan

About the Presenter(s)
Professor Hsiang-I Chen is a University Associate Professor/Senior Lecturer at Ming Chuan University in Taiwan

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